Africa (Mali) - Center for Puppetry Arts

Distance Learning/Videoconferencing
at the
Africa (Mali)
Distance Learning
Study Guide
4 th – 8 th Grade
Visual Communication
Equipment provided by:
Dear Educator:
We are scheduled for an Africa/Mali videoconference with your group. You will need to do some preparation
prior to the program. Below are the directions necessary for preparation (REQUIRED TO PARTICIPATE IN
THE PROGRAM).
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The materials list is the first thing on the study guide. Each student needs these materials to fully
participate in the program.
Trace the hands, nose and two head templates onto file folder and cut-out. You can use any color
folder, but we will be making a Water Spirit so blues and greens are preferable.
Trace the hair strips and eyes onto black construction paper and cut-out.
Please bring all pre-cut pieces and other materials to the program. It is helpful if each student has
an individual bag with their own puppet parts. You can use small paper lunch baggies or
Ziploc baggies.
Pass out all materials PRIOR to program start time. This includes glue, tape and scissors. It is helpful
if each student has his/her own glue stick or bottle. Please have 8 strips of clear tape precut and
ready for each student. Tape should be the length of a large bandaid. You can pre-tear pieces and
stick them to the sides of the table, OR stick them to yard sticks (just hold out yard stick and
students can take a piece of tape from it—teacher recommended!).
We will lead all students through the puppet building steps and learning activities.
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The program does not allow time for students to cut out materials.
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The activities in the study guide are for you to use at your discretion as either pre or post activities.
We will be doing different activities with the students during the program.
Please let us know if you have any questions about how to prepare.
If you have any technical questions, please contact us directly at (404) 881-5117.
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Thank you!!!
The Distance Learning Team
Center for Puppetry Arts
Direct studio line: 404-881-5117
1404 Spring Street, NW at 18th
Atlanta, GA 30309-2820 USA
www.puppet.org/edu/distance.shtml
http://vimeo.com/channels/272008
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Headquarters of UNIMA-USA
Member of Theatre Communications Group & Atlanta Coalition of Performing Arts
Videoconferencing Activity
Malian Rod Puppet
Materials List
Each student will need all of the following items:
1 paper towel tube
1 sheet of colored tissue paper (craft tissue or gift tissue, approx. 15”x20”)
2 craft sticks (popsicle sticks) (for arms)
1 head (template on pg. 3 & 4* is in 2 pieces) *** colored file folders are ideal!!!****
2 hands (template on pg. 3*)
1 nose (template on pg. 3*)
2 eyes (template on pg. 3*)
hair (template on pg. 4*)
scissors
glue
scotch tape
assortment of “scrap” construction paper (for facial features & decoration)
* Templates must be pre-cut before the program!
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Templates
H e a d T e m pl a t e 1 ( 1 o f 6 )
N o s e T e m pl a t e ( 2 o f 6 )
H a n d s T e m pl a t e ( 3 o f 6 )
E ye ( s ) T e m p l a t e ( 4 o f 6 )
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Head Template 2 (5 of 6)
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Hair
Template
(6 of 6)
National Curriculum Standards met during live videoconference
Please go to www.educationworld.com for a complete list of national standards.
Fine Arts/Visual Arts
NA-VA.K-4.1 Understanding and applying media techniques, and processes
NA-VA.K-4.2 Using knowledge of structures and functions
NA-VA.K-4.3 Choosing and evaluating a range of subject matter, symbols, and ideas
NA-VA.K-4.5 Reflecting upon and assessing the characteristics and merits of their work and the work
of others
NA-VA.K-4.6 Making connections between visual arts and other disciplines
NA-VA.5-8.1 Understanding and applying media, techniques, and processes
NA-VA.5-8.2 Using knowledge of structures and functions
NA-VA.5-8.3 Choosing and evaluating a range of subject matter, symbols, and ideas
NA-VA.5-8.5 Reflecting upon and assessing the characteristics and merits of their work and the work
of others
NA-VA.5-8.6 Making connections between visual arts and other disciplines
Technology
NT.K-12.1 Creativity and Innovation
NT.K-12.2 Communication and Collaboration
NT.K-12.3 Research and Information Fluency
NT.K-12.5 Digital Citizenship
NT.K-12.6 Technology Operations and Concepts
Social Studies
NSS-G.K-12.1 The World in Spatial terms
NSS-G.K-12.4 Human Systems
NSS-G.K-12.5 Environments and Society
NSS-G.K-12.6 The Uses of Geography
Life Science
NS.5-8.3 Structure and function in living systems; Populations and ecosystems; Diversity and
adaptations oforganisms
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Pre- & Post-Videoconference
Classroom Activities
Activity 1: Geography of the African Continent
A Computer-Based Internet Activity
National Curriculum Standards met by this activity
Please go to www.educationworld.com for a complete list of national standards.
NSS-G.K-12.1 The World in Spatial Terms
NSS-G.K-12.2 Places and Regions
NSS-G.K12.3 Physical Systems Physical Systems
NT.K-12.1 Creativity and Innovation
NT.K-12.2 Communication and Collaboration
NT.K-12.3 Research and Information Fluency
NT.K-12.4 Critical Thinking, Problem solving, and Decision Making
NT.K-12.5 Digital Citizenship
NT.K-12.6 Technology Operations and Concepts
Activity
Africa is made up of different types of land and climates. The topographic regions shape the lives of
the African people by influencing the types of homes they build,the food they eat, and the clothing
they wear.
Objective: Students will identify and recognize Africa as a continent; students will label a geographic
map of Africa; students will label countries of Africa; students will use a computer and the Internet
to research answers to content-related questions on Africa.
Materials: Computer with access to the Internet, printer, pencils, paper.
Procedure:
1. Teachers should arrange computer/media center time for this activity.
2. Teachers should review ZoomSchool Africa on the Enchanted Learning web site at:
www.enchantedlearning.com/school/Africa.
Click on the map of Africa to review the student exercise for this activity.
3. Have students go to www.enchantedlearning.com/school/Africa.
4. Students will click on the map of Africa to begin this activity.
5. Have students read the information on African geography.
6. Next,ask students to click on the link African Geography Quiz Printout.
7. Students should print the quiz, refer to the map on the quiz, and answer the content-related questions.
8. Next, have students click on Label African Countries and print.
9. Have students label the African countries and bordering oceans and seas. They can refer to the link
above the map (bordering oceans and seas) for a list of all names. Allow students to refer to textbooks
for help with this activity. Students can check their answers by clicking on the Answers link at the top
left of the page.
10. Discuss as a group the diverse geography of the African continent. Do students recognize names of
particular countries or geographical areas?
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Activity 2:The Griots and Oral Tradition in Mali
National Curriculum Standards met by this activity
Please go to www.educationworld.com for a complete list of national standards.
NSS-WH.5-12.5 Era 5: Intensified Hemispheric Interactions, 1000-1500
CENL-ENG.K-12.3 Evaluation Strategies
NL-ENG.K-12.4 Communication Skills
NL-ENG.K-12.6 Applying Knowledge
NL-ENG.K-12.7 Evaluating Data
NL-ENG.K-12.9 Multicultural Understanding
NL-ENG.K-12.11 Participating in Society
NL-ENG.K-12.12 Applying Language Skills
NA-T.K-4.1 Script writing by planning and recording improvisations based on personal experience and
heritage, imagination, literature, and history
NA-T.K-4.2 Acting by assuming roles and interacting in improvisations
NA-T.K-4.4 Directing by planning classroom dramatizations
NA-T.K-4.5 Researching by finding information to support classroom dramatizations
NA-T.K-4.7 Analyzing and explaining personal preferences and constructing meanings from classroom
dramatizations and from theatre, film, television, and electronic media productions
NA-T.K-4.8 Understanding context by recognizing the role of theatre, film, television, and electronic media
indaily life
NA-T.5-8.1 Scriptwriting by the creation of improvisations and scripted scenes based on personal
experience and heritage,imagination, literature, and history
NA-T.5-8.2 Acting by developing basic acting skills to portray characters who interact in improvised and
scripted scenes
NA-T.5-8.4 Directing by organizing rehearsals for improvised and scripted scenes
NA-T.5-8.5 Researching by using cultural and historical information to support improvised and scripted
scenes
NA-T.5-8.7 Analyzing, evaluating, and constructing meanings from improvised and scripted scenes from
theatre,film,television, and electronic media productions
NA-T.5-8.8 Understanding context by analyzing the role of theatre, film, television, and electronic media
in the community and in other cultures
Activity
Objective: Students will listen to an African legend based on African history; students will interpret the oral
history of Sundiata: Lion King of Mali; students will work in a group to present an oral history; students will
identify the important role of griotsin Mali’s history; students will recognize that most of what we know
about Mali comes from oral accounts; students will recognize Sundiata’s role in the formation of the Empire
of Mali; students will watch a modern adaptation of Sundiata—Disney’s The Lion King.
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Materials: A copy of David Wisniewski’s Sundiata: Lion King of Mali (ages 7-9) or an on-line version
(ages 9 +) from The Kennedy Center at http://artsedge.kennedy-center.org; a copy of Coaching Youth
Storytellers at: http://artsedge.kennedy-center.org/content/3266/; a copy of Tales of the Brazilian Jungle
Cuesheet at: http://artsedge.kennedy-center.org/ ; a VHS or DVD of Disney’s Lion King.
Procedure:
1. Teachers should prepare for this activity by ready Coaching Youth Storytellers and the cue sheet from
Tales of the Brazilian Jungle, referring to the information on student oral presentations.
2. Explain to students that storytelling is an important part of African history. Stories were not recorded in
written form, but passed down through poems, song or theatrical productions to create dynamic oral
histories. Historians are able to know about events that happened before there were written records.
In Mali, storytellers were called griots. Most griots can recite the entire history of a family to ancient
times. Older griots are very important because they pass on this history to their children, who grow up
to become their patron family’s next oral historian. Griots also initiate celebrations of yearly activities
such as the planting and harvesting seasons. As the Malian writer Amadou Hampaté Ba stated, “When
an old person dies, a library burns.”
3. Tell students that Disney’s Lion King was an adaptation based on an oral history documenting a great
king from Mali. Ask students to define adaptation.Watch Disney’s The Lion King as a class.
4. Next, tell students that you are going to tell them a story that took place in West Africa in the thirteenth
century.Share the story of Sundiata: Lion King of Mali with your students, making sure you use your
face,body and voice to make the story come alive.
5. Discuss the following with your students:
a. How did a griot help preserve the story?
b. How would you describe Sundiata as a young child? What were his strengths and weaknesses?
c. What did Sundiata do to prepare for his future when he was in exile?
d. How did Sundiata win the kingdom of Mali?
e. What were some of the images and details included in the story?
f. How did the storyteller use his or her voice, face and body to make the story come alive?
g. What could the storyteller do to improve the telling of the story?
6. Next, identify the main characters of the oral story and list them on the board.
• Sundiata – the main character
• King Maghan – Sundiata’s father
• Sogolon Kedjou – Sundiata’s mother
• Sassouma Berete – the king’s first wife
• Balla Fasseke – Sundiata’s griot
• Sumanguru (Soumaoro) – the sorcerer king
7. Divide your class into small groups, with at least six in each group. Explain that they will act as griots
to re-tell the story of Sundiata. Assign each student a character of the story. Students are responsible
for their lines. Remind students this is an oral interpretation – no written lines.
8. Give students time to rehearse.Teachers should observe and “coach” a few minutes with each group.
9. Finally, each group presents their version to the class.
10. Compare and contrast the presentations.What engaged or disengaged you? Were the main characters
identified? Did you learn important historical facts?
11. Finally, ask students to compare the two versions (Disney vs. Sundiata) of the story. Can they identify
similar characters and circumstances? Compare similarities and differences.Which version did they
prefer and why?
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Activity 3:Trading in the Marketplace of Ancient Mali
National Curriculum Standards met by this activity
Please go to www.educationworld.com for a complete list of national standards
NSS-EC.K-4.1 Scarcity
NSS-EC.K-4.5 Gain from Trade
NSS-EC.K-4.7 Markets—Price and Quantity Determination
NSS-EC.K-4.8 Role of Price in Market System
NSS-EC.K-4.9 Role of Competition
NSS-EC.5-8.1 Scarcity
NSS-EC.5-8.5 Gain from Trade
NSS-EC.5-8.7 Markets—Price and Quantity Determination
NSS-EC.5-8.8 Role of Price in Market System
NSS-EC.5-8.9 Role of Competition
NSS-WH.5-12.5 Era 5: Intensified Hemispheric Interactions, 1000-1500 CE
Activity
Objective: Students will identify Mali as an ancient,wealthy trading empire; students will participate in a
bartering activity; students will appreciate and understand trading practices of ancient Mali. Materials:Items
for trade in the market place: gourds,onions, tomatoes, Ziploc bags (or any container) of salt, materials to
represent gold (i.e. gold wrapping paper in Ziploc bags), baskets,small pots, Ziploc bags of rice and
birdseed, various spices, honey, plastic or costume jewelry, tools, cloth, raffia, rope, construction paper
or magazine cut outs of animals found in medieval Mali: fish, camels, chickens,sheep;books on Mali or
access to computers with internet access to research Web links or Web sites.
Procedure:
1. Explain to students that Mali was once a center of trade in Africa. Students can go to
http://mali.pwnet.org/history_mali_empire.htm to view a map of trade routes in ancient Mali. By
300AD, camel caravan routes began to be established through West African and the Sahara Desert.
During the Middle Ages,Timbuktu was a very important city in the trade route;gold and other goods
were shipped from Africa to Europe and the Middle East and traded for salt.The King of Ghana
controlled trading through taxation.Salt and gold were the two most important trade items. Salt was
valued as currency, traded for equal amounts of gold, and heavily taxed. Salt was used to keep food
from spoiling and for taste,and it was an important dietary supplement in hot, dry climates.Taghaza,
a settlement in the Sahara Desert,was the home of the largest salt mine in Western Africa – mined by
slaves who were captured from other groups of people or criminals sentenced to work in the mines until
they died or escaped. Gold was so abundant in West Africa that ordinary people adorned themselves
in it.The location of gold mines was kept secret to protect this wealth.
2. Set out all items for trade on a table. Explain to students that they will need to set up a Malian market
place to trade the items in front of them. Students will need to understand the importance of these
items to ancient Mali; therefore, students will need to research Mali using books or Web sites
(see bibliography).
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3.
Write the following questions on the board to help students during their research:
• What was the climate of Mali? Hot, dry desert in the north; fertile farmland around the Niger River
• Were there natural resources? Yes – gold, salt, fabrics, iron, copper, ivory, crops from farmland along
Niger River
•How were items transported along the trade routes? Camel caravans and Niger River
• How were items transported to the market place? Along the Niger River on small boats, or carried
in baskets on the head, camel caravans
• How was food preserved without refrigeration or ice? Salt
• With whom did they conduct trade in the Middle Ages? Mainly Europeans and Middle Easterners
• What items do you think were of high demand by the Malians in the market place?
• What items do you think were scarce in a desert?
4.
Determine who will be trading at the market place.This is a good time to introduce your students to the
idea of supply and demand.Assign students to one of the following groups:
• farmers – trading millet, onions, tomatoes, poultry, sheep
• Middle Eastern traders – trading cotton and honey
• European traders – trading cloth and spices
• fisherman from the Niger River – trading salt-preserved fish
• basket weavers – trading baskets and tools
• cloth weavers – trading clothes, blankets, etc.
• jewelry makers – trading jewelry and gold
• nomads from the Sahara – trading pots and camels
• owner of a salt mine – trading salt
• Egyptian trader – trading honey and gourds
5.
Distribute the items for trade to the students. Students should be given items that they would be taking
to the market. For example, a fisherman would bring fish preserved in salt to the market place. This
would be his main item to trade. He would want to trade fish for salt (to preserve fish) and rope (to
create a fishing net). Students will need to determine what they need to get from the marketplace for
their assigned profession.
6.
Next,students will need to establish some rules of trade.
• How will trade be initiated and conducted? Students should establish some guidelines. For
example, in Mali only the right hand is extended to begin trade.The left hand is considered dirty and is
an insult. Fairness is also of utmost importance. Establish at least 5 guidelines and write these on the
board. Example:
• Trading begins when you hear a drum beat twice.
• To initiate a trade, place your item/s in front of the desired item.
• To accept a trade, extend your right hand.
• To decline a trade, turn and show your back. Renegotiate or leave and move on to the next item.
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• Establish a general worth for main items.Have students establish the worth of at least three itemsand write
it on the board.
Example:
• one full bag of salt = one full bag of gold
• two baskets = one pot
• one pot = 1/2 of a container of honey
Remind students that the value of these items are not “set in stone”, but should be used as a guide.These
values can change during barter if necessary.
• Remind students that it is up to them to trade and barter. One person may consider an item moreimportant
than another. Not all trades will be the same. One person’s need for an item may be greater than another.
7. The teacher should open the market place for trade and set a time limit for trade to be conducted
(10-15 minutes).
8. The teacher signals the closing of the market place.
9. The teacher should lead the class in a discussion on this activity. Ask students to explain supply and
demand based on this activity. Do they feel they traded wisely? Did they obtain the item(s) they needed?
Other Resources
Videos
Wonders of the African World. “The Road to Timbuktu.” PBS Home Video, 1999.
VHS. 60 minutes.
Harvard’s African American studies professor Henry Louis Gates starts in Bamako and slowly makes his way
along the Niger River to the fabled city of Timbuktu. Along the way, he meets working Griots who sing for
money, salt traders in the modern marketplace of Mopti, modern gold miners, and Fulani women who continue
the ancient custom of wearing the family’s wealth in the form of lavish gold jewelry.This video features
beautiful footage of old Saharan trade routes and contemporary travel along the unpredictable Niger River.
One very brief scene in a visit to the Dogon people contains material that is not appropriate for youngviewers,
so teachers will want to preview before using this in the classroom.
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Other Resources
Web sites to Explore
http://mali.pwnet.org/
This is an incredible Web site on Mali by WorldNet Virginia. Scroll to the “lesson plan” link to find great
activ-ities for all grade levels.The Web site provides historical and present day information on all aspects
of Mali: history, geography, culture, etc.
http://artsedge.kennedy-center.org/content/2352/
This link provides an excellent lesson plan on Sundiata from The Kennedy Center.
http://www.oxfam.org.uk/coolplanet/ontheline/index.htm
Hear sounds or view landscapes of Mali at this Web site, which looks at several countries along the
zero meridian line, including the African countries of Mali, Burkina Faso, Ghana and Togo. Simply select
a country tofind out information on daily life, food, customs and more.
http://www.vmfa.state.va.us/mali_geo_hist.html
The Virginia Museum of Fine Arts offers some wonderful teaching materials on Mali’s geography, a
timeline, and well written lesson plans for all grade levels.
http://www.enchantedlearning.com
You do not have to be a member of this site to print a plethora of student materials on Africa. Print
geographical maps on any country, quizzes, flags and much more.
http://www.historychannel.com/classroom/unesco/timbuktu.html
The History Channel lesson on Timbuktu.
Selected Bibliography
• Burns, Khephra. Mansa Musa:The Lion of Mali. Harcourt Brace, 2001.
• Drisdelle, Rheal. Mali. Oxfam Publishing, 1996.
• Hansen, Joyce. African Princesses:The Amazing Lives of Africa’s Royal Women. Hyperion Books for
Children, 2004.
• Knight, Margy Burns and Melnicove, Mark. Africa is Not a Country. Lerner Publishing Group, 2002.
• Koslow, Philip. Mali: Crossroads of Africa. Chelsea House, 1994.
• McKissack, Patricia and Fredrick. The Royal Kingdoms of Ghana, Mali, and Songhay: Life in Medieval
Africa. New York: Henry Holt & Co., 1994.
• Thompson, Carol. The Empire of Mali. Watts Franklin, 1998.
• Wisniewski, David. Sundiata: Lion King of Mali. Houghton Mifflin Company, 1999.
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Education Programs are supported by:
Atlanta Foundation • Georgia Power Foundation,Inc. • Junior League of Atlanta
Kraft Foods • Pitulloch Foundation • St. Paul Travelers Foundation
Season sponsored in part by:
The Center f or Puppetry Arts is a non-profit, 501(c)(3) organization and is supported in part by the National Endowment for the Arts; the
Georgia Council for the Ar ts through the appropriations of the Georgia General Assembly (the Council is a Partner Agency of the National
Endowment for the Arts); and contributions from individuals, corporations and foundations. Major funding for the Center is provided by the
Fulton County Board of commissioners under the guidance of the Fulton County Arts Council. Major support is provided by the City of
Atlanta Bureau of Cultural Affairs.The Center is a constituent of Theatre Communications Group and a member of the Atlanta Coalition of
Performing Arts.The Center also serves as headquarters of UNIMA-USA.
1404 Spring Street, NW at 18th • Atlanta, Georgia USA 30309-2820
Distance Learning Studio: 404.881.5117 • Fax: 404.873.9907 • distancelearning@puppet.org
Ticket Sales: 404.873.3391 • Administrative: 404.873.3089 • www.puppet.org
Text by Patty Petrey Dees • Design by Donna Yocum
Copyright © Center for Puppetry Arts Education Department, revised September 2009